My Comfort Version

Individual work

• The teacher assigns one or more cards to the student.
• The student reads the topic and thinks about their own comfort version of it. They prepare 2–3 sentences describing what it looks like, what it includes, and why it feels comfortable to them.
• The student then shares their answer with the class or teacher.
• The teacher can model a sample answer before the activity.
  For example: Friend — "My comfort friend is an optimistic person who always supports me. For me, a good friend listens and doesn't judge. I like it when we can talk about anything."
• Encourage students to use the phrase starters, describe their choices, and share personal examples.

Pair / Group work (including breakout rooms)

• The teacher assigns one or more cards to each pair or group.
• One student reads the topic and describes their comfort version of it.
• Their partner asks follow-up questions, shares their own version, and compares how it's similar or different.
• Students then swap roles and continue with a new card.

Extra ideas

• Students find three topics for which their comfort version is very similar to their partner’s.
• Students find three topics for which their comfort version is very different from their partner’s.
• Students guess what their partner’s comfort version will include before their partner answers.
• Students rank the topics from ‘easiest to describe’ to ‘hardest to describe’.
• Students vote for the most interesting comfort version shared with the group.
• Students decide which comfort version feels the most personal and explain why.
• Students create one new topic card for another pair.
• Students discuss how the comfort version of the same topic might differ for a student, a parent, a traveller or an older person.